SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Develop heritage education learning programmes 
SAQA US ID UNIT STANDARD TITLE
114520  Develop heritage education learning programmes 
ORIGINATOR
SGB Heritage Management Studies 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Cultural Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The learner achieving this unit standard will have been introduced to a skills-based educational model as a framework to access and process information pertaining to heritage. The qualifying learner will be able to plan, develop and support heritage education programmes. This competence will contribute to the development of an understanding of the functioning of heritage in the public domain. In acquiring this competence, the qualifying learner will develop a further understanding of the tools and approaches needed for interacting with people in heritage development. This will enable the learner to achieve a holistic understanding of the context of heritage practice. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • A basic knowledge of heritage conservation and promotion.
  • The ability to communicate in the appropriate language.
  • Cultural empathy.
  • Knowledge of local heritage issues. 

  • UNIT STANDARD RANGE 
    Education programmes may include the development of:
  • Printed materials
  • Technological media: video, radio, cd
  • Tourism activities and related media (brochures, maps, tours)
  • Materials incorporated into exhibitions, promotional displays 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan and develop a children`s heritage education programme to promote heritage awareness. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Heritage institutions and agencies are identified and their role as service providers of educational activities for children are examined and evaluated for inclusion into a education program. 

    ASSESSMENT CRITERION 2 
    The nature of community involvement and citizenship education, with regards to heritage education, is appropriately delivered. 

    ASSESSMENT CRITERION 3 
    A program is developed within the framework of the objectives of Curriculum 2005, within the context of heritage education. 

    ASSESSMENT CRITERION 4 
    A programme is developed in collaboration with relevant stakeholders and in accordance with Curriculum 2005. 

    SPECIFIC OUTCOME 2 
    Plan and develop an adult`s heritage education programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Heritage institutions and agencies are identified and their role as service providers of educational activities for adults are examined and evaluated for inclusion into a education program. 

    ASSESSMENT CRITERION 2 
    The nature of community involvement and citizenship education, with regards to heritage education, is appropriately delivered. 

    ASSESSMENT CRITERION 3 
    A program is developed with regard for basic adult education practice, within the context of heritage education. 

    ASSESSMENT CRITERION 4 
    A programme is developed in collaboration with relevant stakeholders and in accordance with Curriculum 2005. 

    ASSESSMENT CRITERION 5 
    Key curriculum elements are identified for inclusion in an adult`s heritage education programme. 

    ASSESSMENT CRITERION 6 
    Curriculum content (sequence, organisation and resourcing) is completed which links a programme to relevant stakeholders. 

    SPECIFIC OUTCOME 3 
    Plan and develop an education programme for visitors to a heritage site. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role that education can play in interpreting heritage for visitors to a heritage site is identified and evaluated, and regards visitor`s needs and diverse range of age and cultures. 

    ASSESSMENT CRITERION 2 
    A programme is constructed which includes the provision of a basic conducted activity, self-guided interpretation and basic interpretative display. 

    ASSESSMENT CRITERION 3 
    Basic interpretative display is planned and developed in a user friendly and creative way. 

    ASSESSMENT CRITERION 4 
    Signage is planned and designed in a user friendly and creative way. 

    SPECIFIC OUTCOME 4 
    Update education programs in heritage. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The success and effectiveness of current programs are realistically reflected upon. 

    ASSESSMENT CRITERION 2 
    External factors that may impact on the content on heritage education programs are accurately considered. 

    ASSESSMENT CRITERION 3 
    Recommendations for alterations on heritage education programs are accurately and appropriately made. 

    ASSESSMENT CRITERION 4 
    Alterations to heritage education programs are accurately and appropriately made. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Curriculum 2005
  • Methods to identify stakeholders
  • Use of heritage education materials
  • Education theory as it relates to children and adults (the differences)?
  • How to construct an interpretive text
  • Principles of a self-guided tour
  • Display design
  • Interactive sign design
  • Evaluation techniques
  • Various approaches on community empowerments and capacity building
  • Self-critique and evaluation
  • Basic culture and customs of people in South Africa
  • Ability to access resources 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems when planning and developing educational programs. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others when updating education a programs. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves when developing educational programs. 

    UNIT STANDARD CCFO COLLECTING 
    Evaluate information when planning educational programs. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively when updating educational programs. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology in the development of programs. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems when planning and developing educational programs. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48812   Further Education and Training Certificate: Heritage Practice  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Amaqamu Project Management and Consulting 
    2. Boikgantsho Consulting & Events cc 
    3. Breakeven 59(PTY) Ltd 
    4. Commisioned Training cc 
    5. Dintshang Trading 
    6. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    7. Kitso Bokamoso Training Solution 
    8. Leratham Supply Distribution and Enterprise 
    9. Leronsa Trading Enterprise 
    10. MENTORNET (PTY) LTD 
    11. Ntevho-Ketso Training and Recruitement Consultancy cc 
    12. NTI College 
    13. Ntsangalala Business Enterprise 
    14. Professional Development and Training Institute (Pty) Ltd 
    15. Resonance Institute of Learning 
    16. Retshetse Training Project 
    17. Southern African Youth Movement 
    18. Thabelanang t/a Thabelanang Trading Enterprise 
    19. THE GMC GROUP PTY LTD 
    20. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    21. Ulwazi Training & Development 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.